Foundation for Active, Healthy Living: Physical and Health Education Curriculum FOUNDATION

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1 Foundation for Active, Healthy Living: Physical and Health Education Curriculum FOUNDATION

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3 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

4 Foundation for Active, Healthy Living: Physical and Health Education Curriculum Crown Copyright, Province of Nova Scotia 1998 Prepared by the Department of Education and Culture Contents of this publication may be reproduced in whole or in part provided the intended use is for non-commercial purposes and full acknowledgement is given to the Nova Scotia Department of Education and Culture. Cataloguing-in-Publication Data Main entry under title. Foundation for active, healthy living : physical and health education curriculum / Nova Scotia. Department of Education and Culture. Includes bibliographical references ISBN: Curriculum planning Nova Scotia. 2. Physical education Nova Scotia. 3.Physical education Curriculum Nova Scotia. I. Nova Scotia. Department of Education and Culture dc

5 Contents Contents Vision... 1 Introduction Purpose of the Document... 3 Curriculum Focus: Active, Healthy Living... 3 Key Features of the Curriculum... 4 Outcomes Essential Graduation Learnings... 7 The Nature of Active, Healthy Living...11 The Learning Continuum...11 Unifying Ideas...11 Curriculum Outcomes for Physical Education: Grades Primary to Organizing Strands for Physical Education 15 General Curriculum Outcomes...16 Key-Stage Curriculum Outcomes...17 Curriculum Outcomes for Health Education: Grades Primary to General Curriculum Outcomes Key-Stage Curriculum Outcomes Contexts for Learning and Teaching The Principles of Learning Principles Underlying the Physical and Health Education Curriculum The Learning Environment Introduction Balance Inclusion Safety Challenge Inquiry Resource-Based Learning The Use of Technology Interactive Learning Homework Equity and Diversity Roles within Education The Student s Role The Caregiver s Role The Community s Role The Teacher s Role The Principal s Role The Education System s Role Assessing and Evaluating Student Learning.. 59 Assessment Evaluation Reporting Guiding Principles Assessing Student Learning in Physical and Health Education Assessment Activities and Strategies Resources Introduction Criteria for Selecting Resources The Range of Resources Controversial Texts and Issues Community Resources References Foundation for Active, Healthy Living: Physical and Health Education Curriculum iii

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7 Vision Nova Scotia children and youth living active, healthy lives. Active, healthy living is shaped by the vision of learners experiencing purposeful physical activity and developing knowledge of, skills for, and attitudes towards the health benefits of a physically active lifestyle.

8 2 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

9 Introduction Introduction Purpose of the Document The document addresses two areas: physical education and health education. It offers a vision of what the learning and the teaching of physical and health education can become when well-supported by the education system and community, and when strengthened by collaboration among students, teachers, administrators, and community members. It provides a practical framework on which educators can base decisions concerning learning experiences, instructional techniques, and assessment strategies, using learning outcomes as the reference points. This framework gives a coherent, integrated view of learning and teaching physical and health education, which reflects current research, theories, and classroom practices. It demonstrates how both subjects are interwoven, yet are unique in both nature and complexity. Each subject is presented in a similar way. The physical education curriculum has three organizing strands: knowing doing valuing Each organizing strand has general curriculum outcomes, which define what students are expected to know and be able to do upon completion of study in physical and health education, followed by key-stage outcomes, which identifying what students are expected to know and are able to do by the end of grades 3, 6, 9, and 12 as a result of their cumulative learning experiences in physical and health education. The health education curriculum is organized under four organizing strands: The Body, Growth and Development Strategies for Healthy Living Values and Practices for Healthy Living Strategies for Positive Personal Development and Healthy Relationships The Foundation for Active, Healthy Living: Physical and Health Education will be followed by physical education and health curriculum guides that will elaborate on the curriculum at specific grade-level groupings: grades primary to 6, grades 7 to 9, and grades 10 to 12. Curriculum Focus: Active, Healthy Living This curriculum identifies the development of active healthy living as an essential component of a balanced program of physical and health education. The concepts of active living and healthy living are inextricably interwoven, both essential in ensuring the total health and well-being of students. The curriculum recognizes that the definitions of physical and health education are constantly changing and therefore reflects current understandings of what it means to be physically active and healthy. The curriculum will continue to evolve as research enhances understandings of active healthy living in a real-life context. In the past, physical education centred on basketball, volleyball, or sport in general. Today, physical education involves much more. It involves movement that develops motor skills, knowledge of how the body works, and how to keep it working. The emphasis is on personal fitness in which everyone experiences success. This curriculum is movement based and fitness focussed. Similarly, in the past, health education centred on knowledge of information such as dental hygiene and diseases. Today s health education, however, enables students to develop knowledge, skills, attitudes, and Foundation for Active, Healthy Living: Physical and Health Education Curriculum 3

10 Introduction behaviours related to healthy living. It integrates the concepts of personal health management, health promotion, and health education. Active, healthy living is experienced through participation in a quality physical education program, complemented and supported by healthy attitudes, behaviours, and skills developed in a quality school health program. Through the connection of a healthy body to a healthy mind, physical and health education is a key component for all learning. Physical and health education provides opportunities for integrated learning and contexts to enhance learning within and across all other subject areas. The intent of this curriculum is to focus on students needs, interests, and aptitudes, and help students to develop the knowledge, skills, and attitudes necessary to become active, healthy, lifelong learners. Key Features of the Curriculum This curriculum is defined in terms of outcomes. Curriculum outcomes are statements articulating what students are expected to know and be able to do in particular subject areas. These outcomes are statements also describe what knowledge, skills, and attitudes students are able to demonstrate at the end of certain key stages in their education as a result of their cumulative learning experiences at each grade level in the primary-to-graduation continuum. Through the achievement of curriculum outcomes, students demonstrate the essential graduation learnings. The identification of physical and health education outcomes clarifies for students, teachers, parents, and administrators specific expectations of what students in Nova Scotia are expected to know and be able to do at key stages in the curriculum. This curriculum is designed to nurture the development of personal well-being through active healthy living. In recognizing and valuing the diversity of students, the education system must allow for a range of learning styles, teaching styles, and instructional strategies and resources. Learning contexts should be adapted to meet the needs of students with different backgrounds, interests, and abilities and to provide ongoing opportunities for all students to engage in new learning, based on previous successes. This curriculum emphasizes the importance of students active participation and engagement in all aspects of their learning. Learning experiences should immerse students in active participation in physical and health education situations both within the school and in broader contexts. This curriculum is movement based. Since the subject matter of physical education is human movement, it is critical for teachers and students to be cognizant of the dimensions of education about movement, through movement, and in movement. Education about movement involves the cognitive processes that are concerned with learning concepts in combination with other disciplines such as anatomy, physiology, psychology, and aesthetics. Outcomes can be achieved through student participation in games, sport, athletics, aquatics, rhythmics, dance, gymnastics, and outdoor pursuits. Education through movement is concerned with the affective contribution of movement as a means to an end. Movement is used to achieve outcomes such as aesthetic understanding and appreciation, and social interaction. 4 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

11 Introduction Education in movement is concerned with the qualities that are an inherent part of movement itself. Movement provides students with opportunities to participate in activities that are holistic, culturally significant and intrinsically valuable. Education in movement is learning how to move through participating in physical activities. This curriculum promotes comprehensive school health. The essence of the curriculum of health education is the development of positive lifelong learning, attitudes, behaviours, and living skills. Health education is basic to students success at school. It has an impact on students cognition, concentration, and academic achievement. The general health of learners contributes directly to their academic success. A comprehensive school health education system includes health education support services in the school and the community, and safe, health-promoting school environments. This curriculum provides a basis for assessing student achievement. The learning outcomes framework provides reference points for teachers to inform their instructional practice as they monitor student progress and assess what students can and cannot do, what they know, and need to know. Assessment involves more than a judgement made about performance after learning has taken place. As a continuous, cooperative, collaborative, comprehensive process, assessment can be a powerful tool to enhance students learning when it is an integral part of the learning process. This curriculum requires the use of a broad range of formal and informal assessment strategies and practices to ensure that curriculum and assessment work together to support student learning. Foundation for Active, Healthy Living: Physical and Health Education Curriculum 5

12 6 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

13 Outcomes Essential Graduation Learnings Essential graduation learnings are statements describing the knowledge, skills, and attitudes expected of all students who graduate from high school. Achievement of the essential graduation learnings will prepare students for continuous lifelong learning. These learnings describe expectations, not in terms of individual school subjects, but in terms of knowledge, skills, and attitudes developed throughout the curriculum. They confirm that students need to make connections and develop abilities across subject boundaries if they are to be ready to meet the shifting and ongoing demands of life, work, and study today and in the future. Essential graduation learnings are cross-curricular, and curriculum in all subject areas is focussed to enable students to achieve these learnings. Essential graduation learnings serve as a framework for the curriculum development process. Outcomes Curriculum outcomes are statements articulating what students know and are able to do in particular subject areas. These outcome statements also describe what knowledge, skills, and attitudes students are expected to demonstrate at the end of certain key stages in their education as a result of their cumulative learning experiences at each grade level in the entry graduation continuum. Through the achievement of curriculum outcomes, students demonstrate the essential graduation learnings. Foundation for Active, Healthy Living: Physical and Health Education Curriculum 7

14 Outcomes Graduates of the public schools of Nova Scotia will be expected to demonstrate knowledge, skills, and attitudes in the following essential graduation learnings: Aesthetic Expression Graduates will be expected to respond with critical awareness to various forms of the arts and be able to express themselves through the arts. Graduates will be expected to, for example, use various art forms as a means of formulating and expressing ideas, perceptions, and feelings demonstrate an understanding of the contribution of the arts to daily life, cultural identity and diversity, and the economy demonstrate an understanding of the ideas, perceptions, and feelings of others as expressed in various art forms demonstrate an understanding of the significance of cultural resources such as theatres, museums, and galleries For example, the study and enjoyment of drama, dance, gymnastics, and other movement forms cultivate students aesthetic awareness and strengthen their critical thinking ability. The physical education curriculum offers students opportunities to use and respond to a range of aesthetic communication forms and to explore and describe their qualities. Citizenship Graduates will be expected to assess social, cultural, economic, and environmental interdependence in a local and global context. Graduates will be expected to, for example, demonstrate an understanding of sustainable development and its implications for the environment demonstrate an understanding of Canada s political, social, and economic systems in a global context explain the significance of the global economy on economic renewal and the development of society demonstrate an understanding of the social, political, and economic forces that have shaped the past and present, and apply those understandings in planning for the future examine human rights and recognize forms of discrimination determine the principles and actions of just, pluralistic, and democratic societies demonstrate an understanding of their own and others cultural heritage, cultural identity, and the contribution of multiculturalism to society The wide range of experiences and resources in physical and health education broadens students knowledge and appreciation of social, historical, geographical and cultural diversity, and enables students to conceive of places and conditions different from their own. Students experience and investigate how forms of dance and games are constructed by particular social, historical, political, and economic contexts. Such activities develop students sense of cultural identity and promote their understanding of the contribution of diverse cultures to society. Inquiry into a range of issues enables students to consider and experience viewpoints, explore their own identities and values, and reflect on the bonds they share with members of the diverse community. Through the primary to graduation continuum, students are active members in communities, e.g., family, school, and local, provincial, national and global communities. 8 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

15 Outcomes Communication Graduates will be expected to use the listening, viewing, speaking, reading, and writing modes of language(s) as well as mathematical and scientific concepts and symbols to think, learn, and communicate effectively. Graduates will be expected to, for example, explore, reflect on, and express their own ideas, learnings, perceptions, and feelings demonstrate an understanding of facts and relationships presented through movement, words, numbers, symbols, graphs, and charts present information and instructions clearly, logically, concisely, and accurately for a variety of audiences demonstrate a knowledge of the second official language access, process, evaluate, and share information interpret, evaluate and express data in everyday language reflect critically on and interpret ideas presented through a variety of media Using movement to think, learn, and communicate is of central importance in the physical education curriculum. On a daily basis students use movement, in formal as well as informal situations, to express, extend, clarify, and reflect on their thoughts, ideas, and experiences and to consolidate their learning. The curriculum builds students awareness of the movement skills, strategies, and processes they use to learn, and the ways they use movement to extend and demonstrate their learning in other subject areas. The health curriculum emphasizes verbal and nonverbal communication that is precise, clear, and engaging. The curriculum offers students opportunities to use oral, written and visual language to develop and communicate their understanding and ideas on health issues in a range of contexts. The ability to communicate health issues clearly and effectively involves the correct and appropriate use of language. Communication skills are necessary to allow students to deal with health issues on a daily basis. Learning experiences enable students to express feelings, emotions, and personal opinions, and to respond to those of others. Personal Development Graduates will be expected to continue to learn and to pursue an active, healthy lifestyle. Graduates will be expected to, for example, demonstrate preparedness for the transition to work and further learning make appropriate decisions and take responsibility for those decisions work and study purposefully, both independently and in groups demonstrate an understanding of the relationship between health and lifestyle discriminate among a wide variety of career opportunities demonstrate coping, management, and interpersonal skills demonstrate intellectual curiosity, an entrepreneurial spirit, and initiative reflect critically on ethical issues Physical education and active, healthy living are essential for success in life, including further education, work, and social interaction. Well-developed movement knowledge and abilities are essential for the lifelong learning required to live and work in a changing world. The physical and health education curriculum offers opportunities for experiences that foster students growth as Foundation for Active, Healthy Living: Physical and Health Education Curriculum 9

16 Outcomes collaborative and independent learners who can take responsibility for their own health and lifestyle. Physical and health education experiences help students build strong relationships, put them in touch with themselves and others, and provide opportunities to cooperate and negotiate with others. Enjoyment of active healthy living pursuits can lead to an enriched use of leisure time. The curriculum provides students with opportunities to develop the habit of being active on a daily basis and to recognize activity as a rewarding pursuit that enhances a healthy lifestyle. Learning experiences focus on students ability to value the importance of personal physical fitness for active, healthy living. Problem Solving Graduates will be expected to use the strategies and processes needed to solve a wide variety of problems, including those requiring language, mathematical, and scientific concepts. Graduates will be expected to, for example, acquire, process, and interpret information critically to make informed decisions use a variety of strategies and perspectives with flexibility and creativity for solving problems formulate tentative ideas and question their own assumptions and those of others solve problems individually and collaboratively identify, describe, formulate, and reformulate problems frame and test hypotheses ask questions, observe relationships, make inferences, and draw conclusions identify, describe, and interpret different points of view and distinguish fact from opinion The physical and health education curriculum builds students awareness of a range of strategies and processes used to solve problems. Students apply critical, analytical, and creative thinking to identify and solve problems, making decisions collaboratively and independently. The curriculum invites students to think about, discuss, and solve problems both physically and intellectually, using a variety of processes, resources, and technologies. Technological Competence Graduates will be expected to use a variety of technologies, demonstrate an understanding of technological applications, and apply appropriate technologies for solving problems. Graduates will be expected to, for example, locate, evaluate, adapt, create, and share information, using a variety of sources and technologies demonstrate an understanding of and use existing and developing technologies demonstrate an understanding of the impact of technology on society demonstrate an understanding of ethical issues related to the use of technology in a local and global context Students use a range of technologies in the process of learning in physical and health education. They can use computer technology for fitness assessment and nutrition comparison and analysis. Students have the opportunity to explore the technology of equipment used in the fields of physical activity and health and to debate the societal issues related to the use of technology in society. The curriculum offers students the opportunity to use computers, software, databases, electronic mail, and emerging features of telecommunication, audio, video production, and playback. 10 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

17 Outcomes The Nature of Active, Healthy Living Active, healthy living provides learners with experiences that require them to take personal responsibility for their active, healthy lifestyle. The study of physical and health education makes the connection between physical activity and health. The need for students to participate in regular physical activity is one of the prerequisites for their achieving optimum health. It is well recognized that physical activity can enhance emotional and social growth, academic achievement, and intellectual development. Opportunities are provided to help students become caring, thoughtful, responsible individuals who plan, review, and make informed decisions for their personal wellbeing. An active, healthy school climate enhances learning and fosters a positive psychological and social atmosphere free from discrimination, harassment, and intimidation. It offers each learner opportunities to grow as a person who is physically educated, academically competent, socially comfortable, and empowered to make decisions and take responsibility for his/her life, now and in the future. The Learning Continuum At any grade level, students are likely to be at different stages of the developmental process. The curriculum at each level, therefore, should focus on expanding students knowledge base extending the range of strategies each student uses to construct meaning extending the range of movement experiences and life skills each student can interpret, respond to, and create providing consistent challenge and support to enable students to grow beyond their current levels of achievement as students grow in experience and maturity The learning continuum recognizes that students learn and represent their knowledge in diverse ways, learning through intelligences such as bodilykinesthetic intelligence, spatial intelligence, linguistic intelligence, logical-mathematical intelligence, musical intelligence, interpersonal intelligence, and intrapersonal intelligence. Unifying Ideas The physical and health education curriculum is unified by a continuum of experiences and interaction in which students integrate physical and health education to assess, design, achieve, and maintain a level of personal health and fitness accept and appreciate the differences between self and others value physical activity and its impact upon their physical, intellectual, emotional, and social well-being understand risk, safety factors, and appropriate behaviours associated with an active, healthy lifestyle recognize and fulfil their human development potential relate to and interact with others in meaningful and healthy relationships These purposes are best accomplished through meaningful learning experiences that balance and integrate the processes of the physical and health education curriculum. Foundation for Active, Healthy Living: Physical and Health Education Curriculum 11

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19 Curriculum Outcomes for Physical Education: Grades Primary to 12

20 14 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

21 Outcomes Curriculum Outcomes for Physical Education: Grades Primary to 12 Organizing Strands for Physical Education The general curriculum outcomes are grouped in three organizing strands: knowing, doing, and valuing. All three strands are present in key-stage curriculum outcomes (grades P 3, 4 6, 7 9, and 10 12) and specific curriculum outcomes. Physical education is holistic and embraces knowledge, activity, and values. Knowing Doing Valuing Through active living, students will know how to make appropriate choices and set personal goals that enhance the quality of their lives. They will understand the implications of and the benefits from involvement in physical activities. Movement provides a unique medium in which students can be physically active and creative. Opportunities to participate in a wide range of activities that promote well-being, will be provided. Maintaining personal fitness is an inherent part of every doing outcome. Positive personal and social behaviours and interpersonal skills will be developed through active involvement in a variety of physical activities. Students will be expected to develop respect for themselves and for others through activity, co-operation, and communication. Foundation for Active, Healthy Living: Physical and Health Education Curriculum 15

22 Outcomes General Curriculum Outcomes The following general curriculum outcome statements identify what students are expected to know and be able to do upon completion of study in physical education. Knowing Doing Valuing Students will be expected to Students will be expected to Students will be expected to demonstrate an understanding of the concepts that support human movement demonstrate a knowledge of the components and processes needed to develop and maintain a personal level of functional fitness demonstrate motor skills in all movement categories using efficient and effective body mechanics participate regularly in a variety of activities that develop and maintain personal physical fitness demonstrate creativity in all movement categories demonstrate positive personal and social behaviours and interpersonal relationships demonstrate positive attitudes toward an appreciation of physical activity through participation demonstrate awareness of career and occupational opportunities related to physical activities 16 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

23 Outcomes Key-Stage Curriculum Outcomes Key-stage curriculum outcomes are statements that identify what students are expected to know and be able to do by the end of grades 3, 6, 9, and 12 as a result of their cumulative learning experiences in physical education. Outcomes at the four key stages reflect a continuum of learning. While there may appear to be similarities in outcomes at different key stages, teachers will recognize the increase in expectations for students at the various key stages according to the developmental nature of learning physical education processes students independence as learners and participants the complexity and sophistication of ideas, skills, and tasks the level or depth of students understanding of ideas, skills, and tasks the range of physical education experiences and the repertoire of strategies and skills students apply to those experiences For each key stage, the ordering of outcomes is not intended to suggest any priority, hierarchy, or instructional sequence. While these outcomes provide a framework on which teachers may base decisions concerning instruction and assessment, they are not intended to limit the scope of learning experiences in any key stage. Although it is expected that most students will be expected to attain the keystage curriculum outcomes, some students performance will range across key stages. Teachers should take this variation into consideration as they plan learning experiences and assess student s learning. Students experiences, knowledge, abilities, and engagement in learning will also influence their abilities to achieve the key-stage curriculum outcomes. Curriculum guides at grades primary to 6, grades 7 to 9, and grades 10 to 12 levels contain details of the specific curriculum outcomes at each grade level. These guides elaborate on program design and components, the developmental nature of learning, grade level curriculum outcomes, learning experiences, instructional and assessment strategies, and suggestions for resources support. The manipulation of instructional variables, such as time, classroom organization, teaching techniques, and assessment strategies, may be necessary to enable students to meet or extend their learning beyond the expected learning outcomes. When the manipulation of instructional variables is not sufficient to address student needs in the context of the prescribed curriculum, an individual program plan (IPP) should be developed within the context of the general curriculum outcomes for each core program. For further information on program adaptation and individual program plans (IPPs), refer to Special Education Policy Manual (Nova Scotia: Department of Education and Culture 1996). Foundation for Active, Healthy Living: Physical and Health Education Curriculum 17

24 Outcomes Knowing Students will be expected to demonstrate an understanding of the concepts that support human movement. By the end of grade 3, students will be expected to By the end of grade 6, students will be expected to have achieved the outcomes for all previous years and to identify the parts of the human body identify warm-up and cool-down activities identify ways of moving safely and sensitively through all enviornments create and explain games that use specific skills select and combine activity-specific motor skills involved inindividual and group activities identify roles in a variety of physical activities describe the benefits of warm-up and cooldown activities identify factors to consider when planning outdoor activities and the impact of physical activities on the environment create and explain games in a variety of environments and movement categories identify the role that strategy plays in a variety of activities identify and factors that contribute to a safe environment for all physical activity 18 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

25 Outcomes Knowing Students will be expected to demonstrate an understanding of the concepts that support human movement. By the end of grade 9, students will be expected to have achieved the outcomes for all previous years and to By the end of gade 12, students will be expected to have achieved the outcomes for all previous years and to understand the role of body parts in movement plan appropriate warm-up and cool-down activities develop knowledge of outdoor living skills and apply it in planning activities that demonstrate sensitivity to the environment analyse and explain the relationship between changes in body growth and the effects on movement skills and concepts plan activity-specific motor skills in all movement categories and alternative environments identify certification opportunities in selected areas related to physical activity plan age appropriate warm-up and cool-down activities for others in a variety of specific movement categories apply the principles of first aid analyse efficient and effective movement Foundation for Active, Healthy Living: Physical and Health Education Curriculum 19

26 Outcomes Knowing Students will be expected to demonstrate a knowledge of the components and processes needed to maintain a personal level of functional fitness. By the end of grade 3, students will be expected to By the end of grade 6, students will be expected to have achieved the outcomes for all previous years and to describe the benefits of physical activity identify changes in personal growth and development describe the changes that take place in the body during physical activity identify good nutritional habits describe how activity affects body systems and levels of fitness select activities that promote personal fitness and active, healthy living set and modify goals to develop personal fitness and motor abilities identify factors that affect choices of physical activity for life explain the relationship between nutritional habits and personal well-being demonstrate an understanding of the benefits that physical activity and relaxation play in stress and anger management 20 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

27 Outcomes Knowing Students will be expected to demonstrate a knowledge of the components and processes needed to maintain a personal level of functional fitness. By the end of grade 9, students will be expected to have achieved the outcomes for all previous years and to By the end of grade 12, students will be expected to have achieved the outcomes for all previous years and to identify and describe the benefits of active healthy living plan and assess personal fitness for active healthy living analyse and explain the effects that nutrition, fitness, and physical activity have on the body systems before,during, and after exercise identify and describe factors that affect choises of physical activity for life demonstrate an understanding of the concept of time and effort as it relates to the effectiveness of a personal fitness program; both physically and mentally identify appropriate activities for personal stress management and relaxation design nutrition programs for self and others analyse factors that effect choices of physical activity for life plan and assess personal fitness and activity programs using the principles of training analyse and evaluate personal physiological changes to the body before, during, and after physical activity design, analyse, and modify nutrition programs for self and others design a plan for stress management and relaxation identify and describe the affects of performance enhancers demonstrate an understanding of the impact that activity has on the environment Foundation for Active, Healthy Living: Physical and Health Education Curriculum 21

28 Outcomes Doing Students will be expected to demonstrate motor skills in all movement categories using efficient and effective body mechanics. By the end of grade 3, students will be expected to By the end of grade 6, students will be expected to have achieved the outcomes for all previous years and to perform simple movement sequences using elements of body awareness, space awareness, and qualities of speed and force select and perform locomotor and nonlocomotor skills in simple sequences, alone and with others, with and without objects demonstrate basic dance steps and patterns alone and with others demonstrate ways to retain possession of an object demonstrate ways to send and receive an object using a variety of body parts and objects demonstrate and perform activity-specific motor skills alone and with others demonstrate ways to project an object using a variety of body parts and movements demonstrate activity-specific motor skills in at least one alternative environment select and perform more complex movement sequences using elements of body awareness, space awareness, qualities and relationships select, combine, and perform locomotor and non-locomotor skills in movement sequences, alone and with others, with and without objects refine dance patterns from a variety of dance forms alone and with others demonstrate ways to send and receive an object with increasing accuracy alone and with others demonstrate basic offensive and defensive strategies identify and use principles of mechanics to improve performance in all movement categories demonstrate activity-specific motor skills in at least one alternative environment. 22 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

29 Outcomes Doing Students will be expected to demonstrate motor skills in all movement categories using efficient and effective body mechanics. By the end of grade 12, students will be expected to have achieved the outcomes for all previous years and to By the end of grade 12, students will be expected to have achieved the outcomes for all previous years and to apply movement sequence skills and concepts in a variety of activities select, perform, and evaluate movement sequences using a variety of small and large apparatus demonstrate manipulative skills with increased speed,accuracy, and distance appply the principles of mechanics to improve performance in all movement categories apply the elements of movement in a variety of activities analyse and evaluate performance of movement skills of self and others in a variety of activities analyse and modify movement sequences skills and concepts to reflect body changes demonstrate competence in a selection of activity-specific motor skills from a variety of movement categories plan, apply, and assess activity-specific motor skills in a variety of alternative environments Foundation for Active, Healthy Living: Physical and Health Education Curriculum 23

30 Outcomes Doing Students will be expected to participate regularly in a variety of activities that develop and maintain personal physical fitness. By the end of grade 3, students will be expected to By the end of grade 6, students will be expected to have achieved the outcomes for all previous years and to participate daily in vigorous physical activities, with frequent rest periods participate in warm-up and cool-down activities participate in daily vigorous physical activities to develop components of fitness and motor abilities demonstrate warm-up and cool-down activities 24 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

31 Outcomes Doing Students will be expected to participate regularly in a variety of activities that develop and maintain personal physical fitness. By the end of grade 9, students will be expected to have achieved the outcomes for all previous years and to By the end of grade 12, students will be expected to have achieved the outcomes for all previous years and to participate in activities that develop personal physical fitness for active healthy living lead appropriate warm-up and cool-down activities with peers apply principles of safety and survival to a variety of activities in all movement environments obtain certification in selected areas related to physical activity plan and apply activity programs to develop personal physical fitness and active, healthy living lead age-appropriate warm-up and cool-down activities for others in a variety of specific movement categories participate in activities that develop personal physical fitness for active, healthy living demonstrate an understanding of the role of sport, recreation, and fitness in society Foundation for Active, Healthy Living: Physical and Health Education Curriculum 25

32 Outcomes Doing Students will be expected to demonstrate creativity in all movement categories. By the end of grade 3, students will be expected to By the end of grade 6, students will be expected to have achieved the outcomes for all previous years and to perform simple movement sequences using elements of body and space awareness respond to a variety of external stimuli to create movement sequences alone and with others using a variety of themes (e.g., shape, balance, weight transfer), create sequences using small equipment and/or large apparatus, alone and with others create and explain games that use specific skills demonstrate ways to use the creative process to develop dances, alone and with others perform and evaluate sequences using small equipment and/or large apparatus, alone and with others perform activity-specific motor skills in creating individual, and group activities 26 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

33 Outcomes Doing Students will be expected to demonstrate creativity in all movement categories. By the end of grade 9, students will be expected to have achieved the outcomes for all previous years and to By the end of grade 12, students will be expected to have achieved the outcomes for all previous years and to perform dances alone and with others in a variety of dance forms research and present a dance, game, or activity from another culture to classmates and other audiences link cultural customs and traditions with functional fitness understand the value of tradition and customs with regard to the impact of activity research and explore a variety of forms of movement and expression create, choreograph, and perform dances alone and with others in a variety of dance forms Foundation for Active, Healthy Living: Physical and Health Education Curriculum 27

34 Outcomes Valuing Students will be expected to demonstrate positive personal and social behaviours and interpersonal relationships. By the end of grade 3, students will be expected to By the end of grade 6, students will be expected to have achieved the outcomes for all previous years and to listen to directions, follow rules and routines, and stay on task while participating in physical activity demonstrate safe behaviours when participating in physical activity demonstrate self-confidence when participating in physical activity display a willingness to share ideas, space, and equipment when participating co-operatively with others demonstrate the ability to accept responsibility for assigned roles when participating in physical activity display a willingness to work with others of various abilities, interests, and social and cultural backgrounds demonstrate effective communication with a partner and in a small group follow rules, routines, and procedures of safety in a variety of activities from all movement categories assume responsibility for various roles while participating in physical activity demonstrate a willingness to participate cooperatively in physical activity with others of various abilities, interests, and social and cultural backgrounds identify leadership skills used when participating in physical activity demonstrate effective communication with a partner and in a small group 28 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

35 Outcomes Valuing Students will be expected to demonstrate positive personal and social behaviours and interpersonal relationships. By the end of grade 9, students will be expected to have achieved the outcomes for all previous years and to By the end of grade 12, students will be expected to have achieved the outcomes for all previous years and to select and apply rules, routines, and procedures of safety in a variety of activities from all movement categories demonstrate positive behaviours that indicate self-respect and self-confidence when participating in physical activity demonstrate appropriate social behaviour when working cooperatively in group activities demonstrate positive behaviours that indicate respect for the abilities, interests, and inter- and intra-cultural backgrounds of others describe and apply leadership skills related to physical activity apply appropriate rules, routines, and procedures of safety to new and familiar activities apply positive behaviours that indicate appreciation for abilities, interests, and cultural backgrounds of self and others apply appropriate social behaviour while working cooperatively in group activities apply leadership skills related to physical activity initiate the planning and implementation of events and programs in the school and community Foundation for Active, Healthy Living: Physical and Health Education Curriculum 29

36 Outcomes Valuing Students will be expected to demonstrate positive attitudes toward and an appreciation of physical activity through participation. By the end of grade 3, students will be expected to By the end of grade 6, students will be expected to have achieved the outcomes for all previous years and to demonstrate and promote fair play demonstrate behaviours that indicate interest in and enjoyment of physical activity demonstrate an appreciation of play activities in all environments demonstrate and promote etiquette and fair play demonstrate a willingness to participate in a variety of activities from all movement categories 30 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

37 Outcomes Valuing Students will be expected to demonstrate positive attitudes toward and an appreciation of physical activity through participation. By the end of grade 9, students will be expected to have achieved the outcomes for all previous years and to By the end of grade 12, students will be expected to have achieved the outcomes for all previous years and to demonstrate and promote etiquette and fair play demonstrate an understanding of the value of participating in a wide range of activities demonstrate an understanding of the importance of personal physical fitness for active, healthy living demonstrate and promote etiquette and fair play demonstrate an understanding of the value of the importance of personal, physical fitness for active, healthy living demonstrate an understanding of the value of the importance of minimizing the impact activities have on the environment Foundation for Active, Healthy Living: Physical and Health Education Curriculum 31

38 Outcomes Valuing Students will be expected to demonstrate an awareness of career and ccupational opportunities related to physical activities. By the end of grade 3, students will be expected to By the end of grade 6, students will be expected to have achieved the outcomes for all previous years and to demonstrate an appreciation of the roles of physical activity leaders within the school and community identify careers related to physical activity 32 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

39 Outcomes Valuing Students will be expected to demonstrate an awareness of career and ccupational opportunities related to physical activities. By the end of grade 9, students will be expected to have achieved the outcomes for all previous years and to By the end of grade 12, students will be expected to have achieved the outcomes for all previous years and to identify the knowledge, skills, and personal attributes required to qualify for specific careers related to physical activity select and participate in work experience and career opportunities related to physical activity Foundation for Active, Healthy Living: Physical and Health Education Curriculum 33

40

41 Curriculum Outcomes for Health Education: Grades Primary to 12

42 Outcomes Curriculum Outcomes for Health Education: Grades Primary to 12 General Curriculum Outcomes The following curriculum outcome statements identify what students will be expected to know and be able to do upon completion of study in health education. The Body Growth and Development Values and Practices for Healthy Living Students will be expected to demonstrate knowledge of the body, body functions, and growth and development. Students will be expected to demonstrate knowledge of factors that contribute to healthy living values and practices. Strategies for Healthy Living Students will be expected to demonstrate knowledge, skills, and attitudes that contribute to active, healthy living. Strategies for Positive Personal Development and Healthy Relationships Students will demonstrate the knowledge, skills, and attitudes necessary to live happily and productively as individuals, within a family, and within the community. 36 Foundation for Active, Healthy Living: Physical and Health Education Curriculum

43 Outcomes Key-Stage Curriculum Outcomes Key-stage curriculum outcomes are statements that identify what students are expected to know and be able to do by the end of grades 3, 6, 9, and 12 as a result of their cumulative learning experiences in health education. Outcomes at the four key-stages reflect a continuum of learning. While there may appear to be similarities in outcomes at different key-stages, teachers will recognize the increase in expectations for students at the various key-stages according to the developmental nature of the learning process students independence as learners and participants the complexity and sophistication of ideas, skills, and tasks the level or depth of students understanding of ideas, skills, and tasks the range of health education experiences and the repertoire of strategies and skills that students apply to those experiences For each key stage, the ordering of outcomes is not intended to suggest any priority, hierarchy, or instructional sequence. While these outcomes provide a framework on which teachers may base decisions concerning instruction and assessment, they are not intended to limit the scope of learning experiences in any key stage. Although it is expected that most students will be expected to attain the keystage curriculum outcomes, some students performance will range across key stages. Teachers should take this variation into consideration as they plan learning experiences and assess students on the various outcomes. Students experiences, knowledge, abilities, and engagement in learning will also influence their abilities to achieve the key-stage curriculum outcomes. Curriculum guides at the primary to grade 6, grades 7 to 9, and grades 10 to 12 level contain details of the specific curriculum outcomes at each grade level. These guides elaborate on program design and components, the developmental nature of learning, grade level curriculum outcomes, learning experiences, instructional and assessment strategies, and suggestions for resource support. Foundation for Active, Healthy Living: Physical and Health Education Curriculum 37

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